I'd print, so plainly that the nearest-sighted Teacher could read it: "Connect the words of this book with the ideas of existing things."

"The crowning beauty of good reading consists in a clear, firm, distinct, articulation, with tones and expression simple and natural," and is one of the rarest, as it is one of the most valuable, attainments. Explanation of words is constantly required and should precede every reading lesson. No word should ever be read without being understood. Somebody has suggested in more advanced primary classes that the individual scholar should be required to call the words of a sentence, and then the class, in concert, should pronounce them, and so on through the lesson.

Mr. Everett, the celebrated Statesman and Orator, once said: "If his daughter could have but one of two things, a habit of correct reading, or grace in playing the piano-forte, he would mach prefer that she should read and speak, correctly and gracefully, the English language, than to have her an accomplished singer and performer on the piano-forte."

Another says: "The first drill of the sense of hearing should consist in exercises upon the elementary sources of the language—the letters themselves—and a systematic training of the vocal organs. This process should begin with the lowest class of the Primary School, and be continued, if necessary, through the highest class of the High Schools; it should be applied to each letter, and again and again, day by day, week after week, and month after month, with ceaseless vigilance and tireless patience till the ear can instantly detect and the vocal organ utter with precision, any and all the sounds of our grand old Saxon tongue."

"It is far easier," says the same writer, "to-day to find a good performer of instrumental music, than it is to find a good reader."

Next, in the order we have stated, comes Writing.

For the lower classes of a Primary School, the elementary exercises will have inducted them much into the forms of letters, script and printed, and I think little else should be attempted-at least not in the way of writing any connected sentence, hardly a word-until the arm and hand are fully disciplined in simple lines, curves, and angles. These combined, in the most primitive manner form letters, as THE BOOK; and such formations are evidently natural and proper in teaching letters.

The graded exercises of Philbrick's charts contain all that is necessary for simple linear drawing, but, perhaps, would be improved, if I may make the suggestion, by continuing through another chart the curve movement, which is the last upon his present series, combining with it a greater number of the elementary writing movements and forms. The most pernicious habit in teaching this branch, according to my observation, is the total absence of explanation before proceeding with the lesson. In writing and drawing, of which the simple straight line is the first element, minute explanations should precede every effort of the scholar. A line is measured space, and there are days of discipline in it. An excellent plan, in use in the German Schools, in simple combinations of straight lines, is to mark time for the scholars, thus: " one-two; one-two;" the scholars moving their pens up and down in the air without touching the paper, and then, afterwards, the same motions upon the paper. Writing and drawing are mutually dependent, and should be taught together; but no mark, or stroke, should be made until all its proportions, and properties, and mode of construction, are fully explained on the black-board.

In the German schools the Teacher first draws, for example, a house, then writes under it the word house, and prints the same in the script, and runs over the form of the letters with a pointer, the children tracing the motions in the air. The children then form the sounds of the letters, they then draw the house, a mere outline, the Teacher in like manner going over it with the rod, and the children imitating it in the air; the Teacher then converses about houses:

One direction in writing is worthy of mention, as from its simplicity it is a valu

able substitute for the more complicated directions usually given. That is, hold the hand so as to feel the paper with the ends of the third and fourth fingers. This simple rule regulates the position of the pen and the slant of the letters.

Geography, for the Primary, must necessarily be oral, or should be by topics. It should, for the lower classes, be limited to earth facts. There are different opinions and modes adopted, but Professor Bache, a writer of eminence and of great research in the European schools, gives the following:

"The Teacher drew first, from the pupil's knowledge of the different objects, or bodies, a definition of the term 'body;' then led them to define 'extension,'' dimension,' etc. and thus furnished them ideas of space. Sunrise and sunset were used to establish the position of the cardinal points. He then commenced with a map of the city they were in, gave an account of its localities and history, then, widening into circles, the natural and political features of the surrounding district were described, always giving the real directions of places, etc."

Of this he says:

"I have carefully compared other methods with this and give this method greatly the preference over others as not only teaching geography and connecting history with it, but enlarging the general intelligence while it improves the memory."

In the upper classes the pupils use outline maps and draw maps upon the board. To vary the recitation, one pupil indicates the location of a place and another gives the name of it, and the reverse. In the lower primary classes the natural method of learning geography seems to be by the relation of things, of objects to locality, and this affords the cue to elementary instruction in this branch.

There are few children who can not tell you the country where the oranges, bananas, and other fruits, common in our fruit-stands, are produced; and any child will listen with attention and interest while you tell him all about the country' where his oranges grew, or where his pet parrot, or monkey, was caught.

Teach geography to primary children, then, by topics, productions, animals, manufactures. A boy's jack-knife is a preface to the geography of England, if it is stamped "Rogers & Sons, Sheffield." Its location, its manufactures, its coalmines, its rivers, are all directly connected with that one object, that probably never gave the boy a thought beyond its condition for whittling.

Accompanied by the use of a globe and Tellurium, how admirably would the mind of even a very young child be thus prepared for mapping off these countries in outline map-drawing.

My own impression, for a long time, has been that we have no proper, or full, system of elementary geographical instruction yet published. The child is told that the earth is round, often without any access to a globe, or illustration by a spherical body, and is immediately referred for further knowledge to a plane-surface, a flat country. This precisely corresponds with his every-day observation of the earth itself. He walks upon a plane-surface, bounded by a circle, as it seems to him, and yet this idea of the earth's rotundity is left for his feeble faith to reconcile with the contradictory evidence of his senses, unaided. Now, if the child is to have any idea at all of the earth's shape, it should be a truthful one, and inasmuch as the truth contradicts his perceptions by sight, by so much the more should the aids be increased to relieve his perplexity.

Suppose we start in instruction in map-drawing with this chart on which are outlined the simplest forms, lines, angles, curves, etc. and when these can be drawn, proceed with the outline of an island, a cape, a river, a mountain, etc. Oral instruction haying previously been given, in topics referring to various countries, and their forms upon the globe having been made familiar, the pupil is ready to sketch those forms as he has apprehended them, upon a spherical surface, a pumpkin, if nothing better is at hand. (The preparation called "liquid slate," which can be used upon any cloth, or smooth surface, spread on with a brush, forms an excellent surface for the tale pencil.)

This outline-mapping should follow, somewhat, the natural observation of the child

-first, the general form of the coast; next, the same form filled in with the larger rivers and mountains; next, the general political divisions, the names of the different points being learned with each progressive step; and so on in regular and general progression, until the whole is complete. At first sight, a complete map confuses the child by its multiplicity of rivers, mountains, political divisions, towns, railroads, etc. etc. and the idea of being able to draw that, seems utterly impossible to him. But take, for example, the map of North America, as we have indicated, and when the outline of coast is to be drawn, cover up three-quarters of the map, leaving only one-fourth to be seen and studied; when this is mastered, exposing another fourth, and so on to its completion. Each of these tasks is but little more than the drawing of a single island, or mountain, which the child has already learned.

Thus, confusion of facts in the child's mind is avoided. Every geographical locality and division is learned systematically, and a knowledge of this branch acquired, that cannot be forgotten because it is progressive and simple.

I would respectfully submit whether such a course is not better than to use the plane-surface of a slate, or black-board, with the complete maps now in use.

Arithmetic, in the Primary School, is necessarily limited to the simple elements, counting, adding, and dividing. This, too, is best accomplished by the use of common things, brought by the scholars themselves, such as marbles, kernels of corn, buttons. These objects and similar ones would serve well to occupy the time of the children while not reciting to the Teacher. The fact of a result is all that such minds will grasp at first, as they mature they can reason how it is produced. The Numeral Frame, or Abacus, is of great utility in this branch.

Grammar, in the Primary School, has already been spoken of as a thinking lesson. Sentence-building, the construction of sentences with reference to the meaning only, not in the least to grammatical terms, will familiarize the scholar with the use of language, which is the great province of education.

Among the General Exercises, a very interesting and profitable one is that of suggesting some topic and allowing free conversation and questions about it by the scholars. It will astonish those who have not tried it, to find how the questions of very small children about common things will sometimes puzzle them.

The Teacher will often in these exercises realize the force of the reply made by the old negro to Chief Justice Marshal. The distinguished Chief Justice of the United States Supreme Court was traveling and had broken the shaft of his carriage; utterly at a loss what to do, he called a negro slave, near by, to aid him. The negro came, and with his hatchet cut a piece of wood and splintered it, and bound up the broken shaft, the Judge meantime looking on with singular interest. When the job was completed, said he, "Will now, Ned, tell me why was it I didn't think of that ?" "Oh! Massa Marshal," said Ned, "I'll tell you the reason. You have a heap more sense than others."

know some folks So you will find sometimes, when you open that storehouse of oddities—a child's mind-that children have more sense on some subjects than adults. But it is an excellent exercise, and properly conducted not only benefits the children but spreads the contagion for investigation through the whole district, for children going home from such exercises will question their parents and set them to thinking. In Spelling, the system of word-building seems the most nearly based upon the natural order of learning. A spelling stick, a light frame, with a cross piece, (grooved to receive blocks with letters upon them,) is placed before the class and a letter inserted, as thus: A-then N prefixed, then M following it, and E after that, the sound of each block and combination being called for as it is placed. Topic lessons in spelling, too, are important. Why should the memory of a child be loaded with such heavy abstractions as in-com-pat-i-bil-i-ty-com-mu-ni-ca-tion, when it has not learned to spell the name of a single bone in its body, or article of food it eats, or clothes it wears. Spell through the table then-spell things up stairs and down stairs-out of doors and in doors-all things of common use and observation

Every child has use for such knowledge. Slates, for elementary drawing and alphabetical blocks, afford pleasant recreation for the little ones when not immediately engaged with the Teacher. Any of the oldest girls, or boys, can profitably direct their use.

Thus I have followed up, in its natural order, this department of education. I have spoken chiefly of the children of tender years, but experience will prove that the principles here discussed will, in more explicit development, apply with success to older classes. Some of the views here hinted at, you will find elaborated in the "Papers for Teachers," second series, a work recently published by Hon. Mr. Barnard, and one that furnish to Teachers of any grade a large amount of very valuable practical information.

Such a course of teaching is not alone due to the child, it is the legitimate object and purpose of our Common School system. It is confidently claimed as the result of a classical course of study, a collegiate education-that it disciplines and strengthens the mind, so as to fit it to grasp any subject. Now it is true that the mass of children, in this day, are educated in our Common Schools, and cannot study the Classics. If, then, we cannot so adapt our course of study and modes of teaching as to secure this development of the mental powers, especially those of thinking and reasoning, fitting our children for the practical duties of American citizenship, or American society, then they can get it no where. The Common School is truly called the "People's College," and just in proportion as we fail to discipline the reasoning powers, to develop the power of thinking, and thus impart mental strength, just so much do we detract from the advantages of our schools -the birthright of our children. The great secret of the triumphs of American mind, or Yankee enterprise, as other nations term it, is its quick perception and reasoning power. Now, let me ask, is not such a training as we have discussed the only true mode of securing this end? Is it not the only way to develop and establish such a mental power? It is the practical want of our lives in the circumstances which surround us, and if it is the true mode, how important that it should begin in the Primary School, and be followed up in logical order to manhood.

Our American educators are waking up to this fact. Prussia and European countries, have long since adopted this natural order of development as the basis of their system of instruction. They know, as has been truly said, "That it requires the clearest insight into the laws of mental life and action, and the springs of feeling; the broadest views of the philosophy of education considered both as a science and an art; and, the rarest combination of personal qualities, intellectual, moral, and social, that can well be conceived." Such are the sentiments of Barnard, of the lamented Mann, of Stowe, Philbrick, and others, of equal eminence in our own country, and of all the eminent writers of Europe upon the subject of education. Yet hardly any gentleman who has been connected with schools as Trustee, or Superintendent, will not be able from his own experience to substantiate my remark—that it is a common thing for the friends of parties who desire positions in our schools, to apply for them in the Primary Department, because the applicant is young and inexperienced, and cannot undertake any other. The main question in estimating the fitness of Teachers for the charge of a Primary School should be, "Have they a high degree of teaching power." The best scholarship is often connected with the poorest tact in teaching.

In Prussia, Scotland, and Saxony, the power of retaining and holding the attention of a class is held to be a sine qua non in a Teacher's qualifications. The use of such modes of teaching in a mixed school, is not so completely practicable as in graded schools. But by a little management in calling in the aid of monitors, or older scholars, of the class, they may be successful in the former.

But I have detained the Convention already too long.

It is no idle assertion that upon the Teachers in this State has devolved a public duty, more difficult and more delicate than has yet been performed in our favored land. We have, here, elements to blend, a social amalgamation to perform, that

has not existed elsewhere, in any of the colonies of early times in this country, or any State of recent date in our Union. The Pagan and the Christian, the differing opinions of representative men from all parts of the world, are to be blended to form a harmonious, peaceful, order-loving, community. During our day, at least, the children will represent the prejudices and opinions of their parents; hence, in teaching, we are to act directly upon these elements.

Here, too, is not an unimportant outpost of civilization, that can be guarded by the mechanically drilled soldier. The race of Californians, whom you are preparing for the field of action, are not to be, they cannot be, passive, or inactive. The circumstances of their location will force them into action, should they be ever so much disinclined to duty. Training such a people, molding such society, is preeminently your duty, Teachers of California.

In a valley in New England there is a small mountain; its summit inviting man to the enjoyment of scenery which, for its quiet beauty, in our country, at least, finds no rival. Almost encircling its base, a mere silvery band, winds the Indian Quon-ah-ta-cut; beyond its nether bank is expanded, almost to the limit of vision, the alluvial plain, fertilized by its annual deposits, while in sight, twenty villages, with their glittering spires, are partly concealed in groves of native oak. This valley is cultivated in one vast field, unobstructed by fences except at the village gates, and when the crops, in great variety, extending each in narrow strips, far back from the river, become vari-colored in their different stages of maturity, the scene is one of the most beautiful that can be presented to the eye. Industry, affluence, religion, and knowledge, seem to have clustered around that mountain, till the very air is filled with peace and joy.

What made Mount Holyoke thus bright, and all around so beautiful and lovely in its culture and adornings? How came the hand of industry to spread so bright a carpet over this lovely valley? Descend the mountain and pass through those villages, you'll hear the answer from every grove as the merry school-boy rings his shouts of joy. The Free Public School is there! It has tilled those fields, spread out those gardens, reared those spires of hope, filled those groves with homes of contentment, intelligence, and love. What others have done there, you are to do in California. Twelve years have not past, yet there are springing up the evidences that the power wielded alone by free education has established its empire here. The energy, enterprise, and activity, of the valley of the Connecticut has been already transplanted to our soil, and the day is not far distant when, from Monte Diablo, we shall see our valleys like those of New England, thickly dotted with free Common Schools and higher institutions of learning. Who that can add one to the number of these will not be worthier of a crown than the titled monarch, whose might has won kingdoms for him? God speed the day and richly reward those of you who thus unostentatiously, as Teachers, fight the battles of truth and freedom.

At twelve o'clock, M. the Institute adjourned.

STATE EDUCATIONAL CONVENTION.

The Convention met at one, P. M.; President Moulder in the chair.

The minutes were read and adopted.

The names of new Delegates were registered.

Reports of Committees.

WRITING AND DRAWING.

The Committee on Writing and Drawing, report as follows: